In an environment where learning is guided by competencies and personalization, what does it mean to be a novice, intermediate or advanced user of the target language? How can the new NCSSFL-ACTFL new "can-do" statements help teachers design effective instruction based on proficiency targets. How do proficiency targets guide the design of the intentional tasks in a unit learning progression to provide the feedback and evidence? How can we also use focusing lenses to guide thinking when creating relevant instruction that is more meaningful and engaging? And finally how can we assess our students so they can demonstrate their learning? During this workshop participants will explore these questions and experience learning activities that promote deeper, richer thinking that can enhance communication in all three modes as well as designing a unit learning progression with an evidence chain. These evidence chains can then provide timely and effective feedback and inform instructional cycles to better align with learning goals and provide mindful transfer and application of learning.